12th+Grade+ELA+-+Miyo

1. Pencils and pens (blue or black) 2. Sticky Notes 3. Note cards 4. Loose-leaf paper 5. Notes & Handouts Storage:
 * 2014-15 **
 * Teacher: Miyo and Ellie **
 * Emails: miyotrcs@gmail.com and ellietrcs@gmail.com **
 * Class: 12th English **
 * English Supply List 2014-15**
 * **Option 1** || **Option 2** ||
 * * One 1” or 1.5” three-ring binder (clearly labeled w/student’s name) OR a section of a binder dedicated to ELA for notes on loose-leaf and handouts || * One folder (clearly labeled w/student’s name, grade and ELA) for handouts and loose-leaf
 * Composition or spiral-bound notebook for notes OR a section of a spiral-bound. ||

Fiction Personal Essay or Memoir Informational or Expository Writing Opinion/Argument Literary Analysis Play or Screenplay Songwriting 2) Finish Revisions based on Peer and Teacher Feedback. Add correct MLA in-text/parenthetical citations and a Works Cited page. Come prepared for a final peer edit in class. ||  || ||   || 2) Continue to revise and edit Personal Essay - Final Draft DUE Friday. ||  || 2) For Thursday 11/6/14 - First Draft Personal Essay DUE ||   || 2) James Baldwin Analysis Essay DUE - 3 HW credits; 3-4 pgs handwritten OR 2-3 pgs typed; 5 or more paragraphs ||   || 2) Finish Reading Baldwin Essays ||  || 2) Original Sentences for Vocab #1 and Extra Credit Original Sentences for Vocab #2 ||   || 1) Read IRB ||  || 2) Media Literacy Argument Essay - 5 or more paragraphs ||   || 1) Read IRB ||  || 2) Prepare for tomorrow’s essay assignment by responding to the following questions. Use evidence from any of the resources from this unit, including your notes from the DN! Field Trip:# What is the significance of Democracy Now!’s name? 3) Come prepared for Writing Workshop with notes from the field trip and all media literacy/analysis resources. ||  || 2) Reading Response #4 ||   || 2) Media Analysis Short Argument Essay - 2-3 pages handwritten OR 1-2 pages typed. 3 or more paragraphs. 3) For those on Tuesday field trip -- Arrive at Democracy Now! by 7:30am with your permission slip (if you didn't already hand it in) ||  || 2) Read the two articles that ran side by side in the NYTImes about Darren Wilson and Michael Brown. Highlight words or phrases used to describe them that have positive or negative connotations. 3) Come prepared for Writing Workshop by having all materials and notes related to Ferguson and media analysis. 4) For fun!: Check out the examples provided by Muzahid of religious bias in TV news. -- See the clips from Fox News and CNN. || Original NY Times Cover
 * ** Due Date ** || ** Homework ** || ** Resources & Handouts ** ||
 * Tues 4/28/15 || 1) Continue today’s writing, if you’re inspired by it. 2) Explore the resources on different genres on the wiki. 3) Read IRB || Poetry
 * Academy of American Poets [|__www.poets.org__]
 * Poetry Foundation [|__www.poetryfoundation.org__]
 * Poetry Out Loud [|__http://www.poetryoutloud.org/poems-and-performance/poetic-forms-and-terms__]
 * [|__http://www.newyorker.com/magazine/fiction__]
 * [|__http://www.fictioninc.com__]
 * Very short nonfiction memoirs with strong hooks! [|__http://brevitymag.com/category/current-issue/__]
 * Memoirs [|__http://www.hippocampusmagazine.com/category/creative-nonfiction/memoir/__]
 * How to Write a NY Times Lives Essay [|__http://6thfloor.blogs.nytimes.com/2012/03/08/how-to-write-a-lives-essay/?_r=0__]
 * New York Times Lives Essays [|__http://topics.nytimes.com/top/features/magazine/columns/lives/index.html__]
 * Ten Ideas for Expository Writing [|__http://www.nytimes.com/learning/issues_in_depth/10WritingSkillsIdeas.html__]
 * What is Expository Writing? [|__http://web.gccaz.edu/~mdinchak/ENG101/expository_writing.htm__]
 * OWL Purdue Expository Writing [|__https://owl.english.purdue.edu/owl/resource/685/02/__]
 * OWL Purdue Argumentative Essay [|__https://owl.english.purdue.edu/owl/resource/685/05/__]
 * New York Times - The Opinion Pages [|__http://www.nytimes.com/pages/opinion/index.html__]
 * OWL Purdue Writing in Literature [|__https://owl.english.purdue.edu/owl/section/4/17/__]
 * Free Playwrighting Tips [|__http://www.jondorf.com/youngplaywrights.html__]
 * How to Write a Screenplay [|__http://www.writersstore.com/how-to-write-a-screenplay-a-guide-to-scriptwriting/__]
 * How to Write a Song [|__http://www.wikihow.com/Write-a-Song__] ||
 * Thurs 11/13/14 || 1) Read IRB
 * Wed 11/12/14 || 1) Read IRB (No Reading Response this week)
 * Wed 11/5/14 || 1) Read & Bring in IRB
 * Mon 11/3/14 || 1) Read IRB
 * Fri 10/17/14 || 1) Read IRB
 * Thurs 10/16/14 || 1) Read IRB
 * Wed 10/15/14 || FIELD TRIP for 12th Grade due to PSAT's
 * Tues 10/14/14 || 1) Read IRB
 * Mon 10/13/14 || NO SCHOOL - Columbus Day
 * Fri 10/10/14 || 1) Read IRB
 * 1) How can media literacy affect democracy?
 * 2) How does media frame the public’s perspective?
 * 3) Why is it important to to critically read the world and texts?
 * Thurs 10/9/14 || 1) Read IRB
 * Wed 10/8/14 || 1) Read IRB and bring it in! ||  ||
 * Tues 10/7/14 || 1) Read IRB
 * Mon 10/6/14 || Read IRB ||  ||
 * Fri 10/3/14 || 1) Read IRB

[|__https://www.google.com/search?q=cover+of+nytimes+on+michael+brown+and+darren+wilson&espv=2&biw=1211&bih=644&source=lnms&tbm=isch&sa=X&ei=AZcoVOPbBIacyQSH5YDgBA&ved=0CAgQ_AUoAzgK&dpr=0.9#facrc=_&imgdii=_&imgrc=QGtyeRpzai1DTM%253A%3BEbQpia1CTuralM%3Bhttp%253A%252F%252Fwww.cjr.org%252Fimages-body%252Fnytbrownwilson.jpg%3Bhttp%253A%252F%252Fwww.cjr.org%252Fthe_kicker%252Fnew_york_times_michael_brown_no_angel.php%3B480%3B426__]

Articles:


 * 1) 1 on Wilson:

[|__http://www.nytimes.com/2014/08/25/us/darren-wilsons-unremarkable-past-offers-few-clues-into-ferguson-shooting.html__]

[|__http://www.nytimes.com/2014/08/25/us/michael-brown-spent-last-weeks-grappling-with-lifes-mysteries.html?action=click&contentCollection=U.S.&module=RelatedCoverage&region=Marginalia&pgtype=article__]
 * 1) 2 on Brown:

Videos showing religious bias: Initial interview with Fox News [|__https://www.youtube.com/watch?v=Jt1cOnNrY5s__] CNN Follow-up interview [|__https://www.youtube.com/watch?v=vYluVdT50Ro__] || 2) Reading Response #3 ||  || 2) Complete FRAME Analysis for the NBC News segment. Complete the Exit Ticket question on the back of the handout. || Clip 1: Fox News (2:44) [|__http://www.foxnews.com/us/2014/08/14/police-clash-with-michael-brown-shooting-protesters-in-ferguson-two-reporters/__] Clip 2: MSNBC ( __ [] __ || 2) After listening to the "Anatomy of Six Shootings" from NPR's //On The Media --// What patterns did the producers identify? What understandings or conclusions did they draw by the end of the segment? || The Anatomy of Six Shootings [|__https://www.wnyc.org/radio/#/ondemand/396408__] [|__http://www.onthemedia.org/story/anatomy-six-shootings/transcript/__] || 2) Reading Response #2. See assignment Sheet. 2) Close Reading HW: How does the media talk about race and racism in Ferguson? (1 Page Handwritten or ½ Page Typed)
 * Thurs 10/2/14 || 1) Read IRB
 * Wed 10/1/14 || 1) Read & Bring in IRB
 * Tues 9/30/14 || 1) Read IRB
 * Mon 9/29/14 || 1) Read IRB

Read an article related to the shooting of Michael Brown. Examine the language the article uses to talk about race and racism.

Expectations: * Citation Machine: MLA Format Citation Generator for Websites: www.citationmachine.net/mla/cite-a-website 2) KWL (Know/Want to Know/Learn) Chart __OR__ Quickwrite (1/2-1pg handwritten in notebook or looseleaf) -- What do you __know__ about Michael Brown's death and the subsequent protests in Ferguson, Missouri? What do you __wonder__ or question about it? || Democracy Now! Video clip from Monday's class: http://www.democracynow.org/2014/8/12/the_killing_of_michael_brown_missouri || 2) "The Danger of a Single Story" Response Essay ||  || 2) Come prepared to do writing based on the video we watched in class Thursday. https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story#t-1022738 ||  || 2) Come prepared to read some or all of your writing piece to the class. ||  || 2) Start looking for and reading IRB #1 ||   || 2) Info Sheet ||   || --
 * 1) Find an article related to Ferguson.
 * Suggested sources: nytimes.com, democracynow.org, theguardian.com, npr.com
 * 1) Summarize your article in 5+ sentences.
 * 2) Cite your source appropriately using the MLA citation format for websites.
 * 1) Answer the following questions:
 * 2) What words and phrases related to race and racism does the article use?
 * 3) What patterns do you notice? ||   ||
 * Wed 9/24/14 || 1) Read & Bring in IRB ||  ||
 * Tues 9/23/14 || 1) Read IRB
 * Mon 9/22/14 || 1) Read IRB
 * Fri 9/19/14 || 1) Read IRB
 * Thurs 9/18/14 || Reading Response based on IRB. 2-3 pages handwritten OR 1-2 pages typed. ||  ||
 * Wed 9/17/14 || Bring in IRB. ||  ||
 * Tues 9/16/14 || Look for and read IRB #1 ||  ||
 * Mon 9/15/14 || 1) Final Draft of Indelible Book mini project - Visual and Writing. 2-3 pages typed, double-spaced and printed before class or emailed with a request to print to teachers by 10pm on Sunday.
 * Fri 9/12/14 || 1) Draft - Indelible Book. 2 pages handwritten or 1-2 pages typed. Print before class or email Miyo or Ellie by midnight on Thursday with shared googledoc or attached piece of writing and a request for help with printing (please only use this option if you absolutely cannot print before class on your own).
 * Thurs 9/11/14 || Start looking for and reading IRB #1 ||  ||
 * Wed 9/10/14 || 1) Bring in Supplies
 * Tues 9/9/14 || ELA Summer Reading Essay and Outline || [[file:12thSummerReadingIncoming2014-15.docx]] ||

2013-14 Teacher: Miyo Email: miyotrcs@gmail.com Class: 12th English

Homework Policy: If students are absent, it is their responsibility to find out what they missed by checking the website or calling classmates. Students who have been absent may turn in homework one day after their return to school. //Late homework will NOT be accepted for any reason other than an absence and must be accompanied by a note from a parent/guardian.//

English Supplies: 
 * One 1” or 1.5” three-ring binder (clearly labeled w/student’s name)
 * 3 dividers for binder labeled NOTES, VOCAB, and CONVENTIONS
 * One 3-hole punched pocket folder (clearly labeled w/student’s name) to be stored inside binder
 * Loose-leaf paper – stored in binder
 * Supply pouch or box containing: Pencils, pens (blue or black), Sticky Notes (when we read a book as a class), notecards for vocabulary work

AVOID PLAGIARISM! Use the links below to see how to cite in MLA style: List of works cited: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0011.html In-text citations: http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0001.html OWL Purdue MLA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/747/1/ 2) Come prepared to perform your poem for the whole class. Extra Credit for memorization! ||  || 2) Work on Poet Author Study Project DUE Thurs 5/22. (Wed will be an in-class day to work on this project.) ||  || 2) Read IRB and Poet Author Study Book - work on project DUE Thurs 5/22 ||  || 2) Draft Poetry Analysis Essay Body Paragraphs or Full Draft ||   || 2) Poetry Analysis Essay Outline ||  || 2) By Thurs - Outline your Poetry Analysis Essay and start drafting. ||  || 2) Draft Thesis for Poetry Analysis Essay. Come prepared to outline your essay. ||   || 2) Draft a persona or personification poem based on your self-selected nonfiction article. ||  || 2) Draft a persona poem based on "The Fish" by Elizabeth Bishop. Challenge: Try making the fish a metaphor for an idea or person. ||   || 2) Reading Response #16: Try doing a poem emulation (Part 4 of you Poet Author Study Project) ||   || 2) Draft a poem based on today's prompts - Bop 3) Bring in Poet Author Study book 4) Start looking for an article for your research paper to bring in on Thurs. ||  || 5/6/14 || 1) Read IRB 2) Draft a poem based on today's prompts - Villanelle or Pantoum 3) Bring a favorite line from song lyrics 4) Get Poet Author Study book to bring in Wed. ||  || 5/5/14 || Theme or Tone Analysis Paragraph: "Parsley" ||   || 5/1/14 || Reading Response #15 ||   || 4/30/14 || Extended Metaphor Analysis Paragraph: "Diving Into the Wreck" ||   || 4/29/14 || 1) Read IRB 2) Finish annotating poetic devices in "Ode to the Lemon" by Pablo Neruda and complete the "exit ticket" on the back on the handout. 3) Start looking for a book of poems by a poet you are interested in for your Poet Author-study Project (more info on this in class on Wednesday) ||  || 2) LAST DAY to hand in very late //Othello// essays! With all outlines and prior drafts attached. ||  || 2) Work on elevating word choice and style (formal academic) - use thesaurus. 3) Work on revisions in general! ||  || 2) Reading Response #13 DUE 3) Full revised and typed draft of essay DUE ||  || 2) Draft Conclusion and come prepared with all pieces of your essay (Intro, Body Paragraphs, Conclusion) for Peer Review on Friday. 3) Reading Response #13 due by Monday ||  || 2) Draft All Body Paragraphs 3) Reading Response #13 due by Monday ||  || 2) Draft 2-3 Body Paragraphs (All Body Paragraphs will be due Thurs) ||   || 2) Finish drafting Intro ||  || 2) Make up Reading Response #12 3) Finish Outlining all Body Paragraphs with specific evidence and analysis ||  || 1) Read IRB 2) Outline 2-3 Body Paragraphs with specific evidence and analysis ||  || 2) Bring in //Othello// book to work on your essay in class. ||  || 2) Evidence and Claims Graphic Organizer - At least 3 claims, with 2-3 pieces of evidence per claim. Come prepared to draft your thesis in class. ||   || 2) Final Draft //Othello// Performance Self-Evaluation (typed, double-spaced, 12 pt. font, 5 paragraphs) 1. What are you most proud of in your //Othello// preparation and performance? Why? 2. What challenges did you face in working collaboratively as a group? How did you and your group address those challenges? Were you and your group able to overcome them? 3. If you were to do your performance again, what would you change to make it better? Why? 4. If you were to sit in the audience again, what would you change to make the performance experience better? Why? 5. Choose ONE of the questions below and answer it in a paragraph: ---What did you learn about Shakespeare? ---What did you learn about theater performance? ---Which learning experiences in the //Othello// unit thus far have helped you learn the most (ex. reading the play, watching the film, performing short excerpts with different acting focuses, rehearsing, performing, etc.? Why? ---Which of your peers' performances was most inspiring to you? Why? ---What advice do you have for next year's 12th grade about creating a performance based on Shakespeare's work? ||  || 2) Work on //Othello// Performance Self-Evaluation 2) Film Response/Analysis ||  || 2) Start Reading Act 4 3) Bring your book to class in order to Read Act 4 and start Act 4 Reading Response ||  || 2) Act 2 Reading Response 3) Act 3 Reading Response ||  || 2) Finish Close Reading Handout for 1.2.62-81 - Brabantio confronts Othello 3) Bring //Othello// to class to start reading Act 1 ||  ||
 * DUE Date || Assignment || Handouts ||
 * **Upcoming Deadlines** || **Sun 5/25/14: Last day to submit Late Poetry Analysis Essays for reduced credit**
 * Tues 5/27/14: Project #3: Poetry Performance (Final Revised Poems)**
 * Thurs 5/29/14: Last day to submit Late Poet Author Study Projects for reduced credit.** ||  ||
 * Tues 5/27/14 || 1) Final draft of performance poem with previous drafts attached.
 * Fri 5/23/14 || 1) Bring performance poem revision for final feedback, revision and practice reading/performing. ||  ||
 * Tues 5/20/14 || 1) Choose one of your free-writes or poem drafts to revise for your final Performance Poem. Bring 5 typed copies to class to Revision Feedback Workshop OR email or share your revised poem with Miyo by 12pm Mon night OR put it in Miyo's mailbox in the main office before school Tuesday, and copies will be made for you.
 * Mon 5/19/14 || 1) Final Draft Poetry Analysis Essay DUE with previous drafts attached.
 * Fri 5/16/14 || 1) Read IRB and Poet Author Study Book - work on project DUE THurs 5/22
 * Thurs 5/15/15 || 1) Read IRB and Poet Author Study Book
 * Wed 5/14/14 || 1) Read and bring in IRB and Poet Author Study Book - you may read in class on Wed or work on your poet project.
 * Tues 5/13/14 || 1) Read IRB and Poet Author Study Book
 * Mon 5/12/14 || 1) Read IRB and Poet Author Study Book
 * Fri 5/9/14 || 1) Read IRB or Poet Author Study Book
 * Thurs 5/8/14 || 1) Read IRB or Poet Author Study Book
 * Wed 5/7/14 || 1) Read IRB
 * Tues
 * Mon
 * Thurs
 * Wed
 * Tues
 * Mon 4/28/14 || 1) Read IRB
 * Tues 4/8/14 || 1) Read IRB
 * Mon 4/7/14 || 1) Read IRB
 * Fri 4/4/14 || 1) Read IRB
 * Thurs 4/3/14 || 1) Read IRB
 * Wed 4/2/14 || 1) Read IRB & Bring it in for IRB Wed
 * Tues 4/1/14 || 1) Read IRB
 * Mon 3/31/14 || 1) Read IRB
 * Fri 3/28/14 || Period 3:
 * Thurs 3/27/14 || 1) Reading Response #12 on IRB (2 pages minimum or 1 page typed): Creative or Analytical writing, not a summary! Include Title, Author and page number you've read up to. If you just started a book, you may want to choose 3 striking quotes to interpret and respond to.
 * Wed 3/26/14 || 1) Read and Bring in IRB
 * Mon 3/24/14 || 1) Read IRB
 * Fri 3/21/14 || 1) Read IRB
 * Bring in //Othello// Book ||  ||
 * Mon 3/3/14 || 1) Act 4 Reading Response
 * Fri 2/28/14 || 1) Think about what scene you're interested in performing.
 * Mon 2/24/14 || 1) Act 1, Scene 3 Iago's Soliloquy - Summary and Interpretation
 * Wed 2/12/14 || 1) Read IRB
 * Tues 1/14/14 || __HW__: 1) Read IRB 2) Add to google doc: Research notes and sources, Source FRAME Analysis, beginning of script draft.

Tuesday Classwork - Copy and paste this into your team's google doc:

__Newscast Guide Sheet:__

4 sources Frame Analysis:

-Similarities:

-Differences:

Framing your story:

-What angle of the story do you want to focus on?:

-Whose voices are important to include?:

-How will you arrange the story? What kinds of images, sounds, and videos will you include? What kinds of transitions will you use between the different parts of your newscast and between multimedia?:

-Will you include original interviews or multimedia as well as quotes and multimedia from other news sources?:

-What mood and tone do you want to create? What kinds of word choices or phrases will you use? What images, sounds or videos will help to create this mood and tone?:

Parts of the script (you decide the order, except the lead goes first):

-Lead (5W’s Who, what, where, when, why) -- Hook your audience with the key information first:

-Background information to contextualize the story:

-Analysis of how other news sources have framed this story:

-Your reporting on the story (possibly including original interviews or multimedia):

-Multimedia (images, graphics, audio, video) (weave this in throughout your newscast): ||  ||
 * Mon 1/13/14 || __ HW __ : 1) Read IRB 2) Complete research on background info, taking notes and citing sources in the group google doc. Come prepared to start production on Monday.

__ CW: Classwork __ __Exit Ticket__: On your google doc, create a plan for framing your story. Divide up research and tasks for the script: Lead, Source FRAME Analysis, Background Info/Context. ||  || 1) Read IRB 2) Copy the link to the news article or segment you researched on the news story your group agreed upon into your group google doc. 3) Complete a FRAME Analysis Graphic Organizer for the news article or segment that you researched in order to compare with sources your group members researched. -- You may complete work on the paper copy or using the electronic copy here (try opening it as a Word doc and copying and pasting into your group google doc). 4) Begin research on background info, citing sources in the group google doc.
 * Fri 1/10/14 || __HW:__

__CW__: Group Work: Desktop Computers in 2nd floor Media Center ---Discuss similarities and differences in how your 4 sources framed the story. Have one student write two paragraphs analyzing the similarities and differences in how the sources framed the story--Post on the group google doc. ---Discuss what background information you will need to contextualize story within the larger topic/issue. ---Divide up responsibilities for researching different aspects of the issue or different sources for information. ---Add notes and citations into the group google doc. __Exit Ticket__: Hand in completed FRAME Graphic Organizer or have electronic copy posted in group google doc for Miyo to check. || || 2) Research different sources for the news story your group chose and post the link on your group googledoc. ||   || 2) Exit Ticket from classwork: Does Edward Snowden deserve clemency from the U.S. government? Write your claim (for or against clemency) and three strong reasons why, based on the opinion pieces below: [] [] [] ||  || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">See the link to the Bedford/St. Martin's website on MLA style citations for a Works Cited page.: <span style="background-color: #ffffff; color: #7c3e9c; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">http://bcs.bedfordstmartins.com/resdoc5e/RES5e_ch08_s1-0011.html#RES5e_ch08_p0389
 * Wed 1/8/14 || 1) Read IRB & Bring it in for Wed IRB Day.
 * Tues 1/7/14 || 1) Read IRB
 * Thurs 1/2/14 || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">1) Read IRB -- goal: finish your book!2) Final Draft of Opinion Piece (4 pages typed, double-spaced), with a separate Works Cited page including your minimum six sources.

<span style="background-color: #ffffff; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">This example is from the same website and demonstrates the proper citation style for online newspapers, which will probably be the majority of sources cited: <span style="background-color: #ffffff; color: #7c3e9c; display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">39. Article in an online newspaper <span style="background-color: #ffffff; color: #444444; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 12px; text-align: left;">Give the author, the title of the article, in quotation marks; the title of the newspaper, italicized; the sponsor or publisher of the site (use “N.p.” if there is none); the date of publication; the medium; and your date of access. > <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Smith, Andrew D. “Poll: More than 70% of US Workers Use Internet on the Job.”//Dallasnews.com//. Dallas Morning News, 25 Sept. 2008. Web. 29 Oct. 2009. ||  || 2) Reading Response #9 3) Revise Draft of Opinion Piece.
 * Thurs 12/19/13 || 1) Read IRB

Tip: Research articles on this week's ruling by a federal judge that NSA collection of phone call metadata is most likely unconstitutional. The ruling is expected to be appealed by the government. http://www.nytimes.com/2013/12/17/us/politics/federal-judge-rules-against-nsa-phone-data-program.html

AND This week's recommendation by a panel appointed by Obama that the surveillance tactics be curbed. http://www.nytimes.com/2013/12/19/us/politics/report-on-nsa-surveillance-tactics.html?hp

Democracy Now! coverage of the same stories. You can access full transcripts to use as evidence. http://www.democracynow.org/2013/12/17/as_judge_rules_nsa_surveillance_almost ||  || 2) Finish Draft 1 of Opinion Piece. Cite sources within the paper (ex. According to...) and keep links to articles in order to include a Works Cited page.
 * Mon 12/16/13 || 1) Read IRB


 * <span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">More Resources for Opinion Pieces: **<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;"> The listing below are sources and descriptions of the article or videos, not headlines.

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">__Resistance to NSA surveillance:__ <span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">Democracy Now!: Journalist Jeremy Scahill about the responsibility of journalists to hold the government accountable and developing a new news site that would have “an inherently adversarial posture towards the state and those in power” [|__http://www.democracynow.org/2013/12/5/there_is_a_war_on_journalism__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">New York Times: Internet companies work on their security systems to prevent NSA spying [|__http://www.nytimes.com/2013/12/05/technology/internet-firms-step-up-efforts-to-stop-spying.html__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">New York Times: Internet companies call for limits on government surveillance [|__http://www.nytimes.com/2013/12/09/technology/tech-giants-issue-call-for-limits-on-government-surveillance-of-users.html?ref=nationalsecurityagency__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">Huffington Post: Nobel-prize winning writers write an open appeal against surveillance and for the freedom of thought [|__http://www.huffingtonpost.com/2013/12/09/nobel-writers-nsa-_n_4414951.html__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">Electronic Frontier Foundation website: Lawsuits brought against NSA surveillance [|__https://www.eff.org/nsa-spying__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">Wall Street Journal: New bills proposed from both sides in the Senate to reform NSA surveillance: [|__http://online.wsj.com/news/articles/SB10001424052702304795804579099694144823878__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">Washington Post: NSA Director defends surveillance in a December 11, 2013 Senate hearing. Discusses bipartisan legislation to limit surveillance. [|__http://www.washingtonpost.com/world/national-security/at-senate-hearing-nsa-director-defends-spying-program/2013/12/11/a21ae186-62b1-11e3-aa81-e1dab1360323_story.html__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">__More information about NSA surveillance__: <span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">New York Times: Recent explanation of NSA surveillance of cell phone information worldwide [|__http://www.nytimes.com/2013/12/05/us/politics/documents-say-phones-outside-us-are-tracked.html__]

<span style="background-color: #ffffff; color: #3b3b3a; font-family: Georgia; font-size: 16px; vertical-align: baseline;">New York Times: Recent explanation of how NSA broke into internet companies systems beyond the legally requested access the companies gave it [|__http://www.nytimes.com/2013/11/26/technology/a-peephole-for-the-nsa.html__] ||   || 2) Outline of Opinion Piece ||  || 2) Think about what you want to write an opinion piece on starting in class on Thursday (regarding Edward Snowden, NSA surveillance, or digital privacy) ||   || 2) Prepare your role (arguments and evidence) for the debate. Rehearse using a timer! __Period 3 Arguments:__ //Pro-NSA mass surveillance:// 1. Since the Patriot Act, we have stopped terrorist attacks. 2. Targeting certain people is not getting personal info, just data. 3. We already give our private info to social media (Facebook). There's no privacy anyway. //Anti-NSA mass surveillance:// 1. NSA mass surveillance violates the fourth amendment. 2. The collection of personal data should not be hidden from the public. 3. Mass surveillance makes innocent people suspects.
 * Fri 12/13/13 || 1) Reading Response #8
 * Wed 12/11/13 || 1) Read & Bring IRB
 * Tues 12/10/13 || 1) Read IRB

__Period 7 Arguments__: // Pro-NSA mass surveillance: // 1. Prevents terrorism. Could have prevented 9/11. 2. Other countries have similar programs, so why can't we? 3. Metadata is not singling in on every single person's information. Only suspected terrorists' information is looked at, so every else has nothing to be worried about. // Anti-NSA mass surveillance: // 1. Violates the fourth amendment. 2. Mass surveillance is not making our country safer. It is making our society unsafe. __ [] __ 3. Has this mass surveillance actually been used for good? ||  || 2) Finish Reading Anti-NSA Surveillance Op-eds. Identify the central argument and supporting arguments. Evaluate which supporting argument or evidence is most convincing.  3) Do research for your side of the debate.
 * Mon 12/9/13 || 1) Read IRB

Anti-Surveillance Op-ed

[|__http://articles.washingtonpost.com/2013-06-21/opinions/40110321_1_electronic-surveillance-fisa-nsa-surveillance__]

Senators Anti-Surveillance Op-ed <span style="color: #1155cc; font-family: Georgia; font-size: 16px; line-height: 1.5; vertical-align: baseline;">__ [] __ ||  ||
 * Fri 12/6/13 || Finish reading Pro-NSA Surveillance Op-eds. Identify the central argument and supporting arguments. Evaluate which supporting argument or evidence is most convincing. Circle key words in each of the Op-eds that help to convey the author's tone.

Pro-NSA Surveillance Op-ed [|__http://www.usatoday.com/story/opinion/2013/09/11/nsa-privacy-chertoff-911-column/2793063/__]

Senator Feinstein Op-ed in support of NSA surveillance [|__http://www.usatoday.com/story/opinion/2013/10/20/nsa-call-records-program-sen-dianne-feinstein-editorials-debates/3112715/__] ||  || 2) Research - DUE THURS: Find at least two reputable articles from newspapers or websites that help you answer your research question. Identify two clear pieces of evidence to share with peers. 2) Reading Response #7 DUE THURS
 * Wed 12/4/13 || 1) Read & Bring in IRB

Timeline of NSA surveillance: ** [|__http://www.motherjones.com/politics/2013/09/nsa-timeline-surveillance__] **
 * Links:**

Timeline of Snowden revelations and NSA surveillance with links to articles: http://america.aljazeera.com/articles/multimedia/timeline-edward-snowden-revelations.html
 * This is the most user-friendly site for finding articles:**

Timeline of domestic spying with links to articles: ** [|__https://www.eff.org/nsa-spying/timeline__] ** ||  || 2) If you didn't get to watch these clips in class for the See/Think/Wonder, check them out and consider if you think these dystopian futures are possible.
 * Tues 12/3/13 || 1) Read IRB

(2:00) 1984 “Trailer” for Summer Reading Project []

(2:00) “Minority Report” Personal Advertising Scene [] ||  || 1. Complete and bring Preparation for Democracy Now! Field trip - see attached file to the right. 2. Plan your route, get a good night's sleep, eat breakfast and drink caffeine, bring a snack and something to write on. Come on time to Democracy Now! 207 W 25th St., 11th Floor. 3. If you already attended the field trip, bring your IRB for class.
 * Tues 11/26/13 || __ **PERIOD 3** __

__**PERIOD 7**__ 1. Read & Bring in IRB 2. Written Reflection on the stories about Snowden revealing himself as the NSA leak (1-2 pages typed): Compare and contrast how different ways of framing this story may impact an audience’s perception. Make an argument for which story you think presents the “fairest” representation. Use textual evidence from your notes to support your claims. 3. Come prepared to discuss the handout "How News is Framed" (Dart Journalism Center) [|__http://usnews.nbcnews.com/_news/2013/06/10/18882615-what-we-know-about-nsa-leaker-edward-snowden__] 1. (2:50) Video Clip: Overview of Edward Snowden with poll about U.S. citizens approval of surveillance 2. (1:00) Audio Clip: New York CBS Local - New Yorkers rally in Union Square in support of Edward Snowden [|__http://newyork.cbslocal.com/2013/06/10/new-yorkers-come-out-in-support-of-nsa-whistleblower/__] [|__http://video.foxnews.com/v/2466463869001/source-of-nsa-leak-revealed/__] (14:00-30:00) [|__http://www.democracynow.org/2013/6/10/youre_being_watched_edward_snowden_emerges__] ||  || 2. Two paragraph reflection on the framing of the Ramarley Graham story: Which news source did you prefer? Why? What element of each video most impacted you (use details from the FRAME analysis chart)? Why?
 * NBC: [|“What we know about NSA leaker Edward Snowden” (3:50)]
 * CBS:
 * Fox: (4:00) “Source of NSA leak revealed”
 * Democracy Now!: “‘You’re Being Watched’: Edward Snowden emerges as Source Behind Explosive Revelations of NSA Spying”
 * Thurs 11/21/13 || 1. Reading Response #6

(19:49) [|__http://www.democracynow.org/2012/6/19/ramarley_graham_unarmed_black_teen_slain__] ||  || 2. Start Reading Response DUE Thurs (because you will be revising and editing your returned Personal Essay Draft with feedback on Wed night). ||  || 2. Full Revised Draft Personal Essay (types, double-spaced) based on Peer Review due with Peer Review Checklist and previous draft. || || 2. Revise your Personal Essay to include strong narrative techniques to hook the readers in the beginning and throughout the beginning narrative portion of the essay. Use the websites below to find mentor texts with strong narrative techniques. ---Come prepared with a full draft of your essay for Peer Review Friday. 2. Finish 5 quickwrites or attempts at finding or developing your personal essay "creation myth". See Assignment handout. 3. Read 100 pages minimum in your Independent Reading Book by Wed IRB Day. Your next Reading Responses is due Thurs 10/31. || || 2. Start finding and reading IRB. ||  || 2. Final Draft Visual to accompany Opening Letter ||   || 2. No Summer Reading Project? Write me a note explaining why. 3. Bring materials to create a visual about yourself as a reader, writer, thinker, student or human being this year. 4. Fill out Contact Info Sheet & Get Syllabus signed || ||
 * ABC 7 Eyewitness News June 14, 2012 [|"Office Indicted in Ramarley Graham Shooting" (3:24)][|__http://www.youtube.com/watch?v=hx4zFLPTJx4&feature=results_video&playnext=1&list=PL3E13A704FCEFBEF__]
 * Democracy Now, June 19 2012 [| "Ramarley Graham, Unarmed Black Teen Slain by NYPD, Remembered at Weekly Vigils Outside Bronx Home"]
 * Wed 11/6/13 || 1. Read IRB
 * Mon 11/4/13 || 1. Read IRB
 * Fri 11/1/13 || 1. Read IRB
 * Very short nonfiction memoirs with strong hooks! **
 * [|__http://brevitymag.com/category/current-issue/__] **
 * Memoirs **
 * [|__http://www.hippocampusmagazine.com/category/creative-nonfiction/memoir/__] **
 * Short Personal Essays/Memoirs **
 * [|__http://topics.nytimes.com/top/features/magazine/columns/lives/__] ** ||  ||
 * Mon 10/28/13 || 1. During Rensizzle Week - Hand in late short essay responding to the shared inquiry question for "Create Dangerously" (According to Danticat, what is the purpose of art?). Put late essay's in Miyo's mailbox in the main office.
 * Mon 9/23/13 || 1. Be ready for Binder Check - Binder labeled with name, 4Tabs for Notes, IRB, Vocab, and Conventions, and loose-leaf. Folder labeled with name and ELA.
 * Fri 9/20/13 || 1. Final Draft Opening Letter - Come prepared to share in class
 * Thurs 9/19/13 || Draft of Opening Letter - We'll work on revisions in class. ||  ||
 * Mon 9/16/13 || 1. Supplies
 * Fri 9/13/13 || Summer Reading Project - Essay, Outline, Creative Writing || [[file:12th Grade Summer Reading 2013-14.docx]] ||