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Rough Draft - Read Around |
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English 12 - Course Resources |
Sentence Combining Card |
Use this card as a reference to help you make interesting, varied, and grammatically correct sentence combinations. 
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Factoid Friday Resources |
Use these resources to help you with your Factoid Fridays and researched argument.
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Unit 1: What's Next-Life after High School |
Unit 1-Texts |
Here is a collection of the texts for this unit.
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-->Lesson 3 (8/24-25) - Course Introduction |
Admit Slip: Getting to know you |
Admit Slip: Getting to know you
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Eng 12: Goals and Policies |
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-->Lesson 4 (8/26): Grammar Self-Evaluation |
Admit Slip: Reasons for Annotating |
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-->Lesson 6 (8/31) - Intro to Factoid Friday |
Introduction to Factoid Fridays |
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-->Lesson 7 (9/2) - Factoid Friday #1 -Getting Started |
Factoid Friday: Tips and Reminders |
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-->Lesson 8 (9/3-4) - F/F #1; What's Next Unit - Intro 3 |
Unit Introduction |
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Key Concepts: Who are You? |
Key Concepts-word list: Activity 3
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-->Lesson 9 (9/8) - F/F 2; Analyzing Sources |
Admit Slip: Words the Describe You |
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Tips and Thoughts about Factoid Fridays |
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-->Lesson 11 (9/14) - Perez 3 |
Reading with the Grain |
Activity 7: 1st reading of the text, playing the "believing game" ERWC: Teacher Instructions:
Discussion of Pérez: More than anything, discussion of this article should prompt students to consider what Pérez has to say and how some of his claims reflect on their own lives. What follows are a few example discussion points that may help students get a feel for ways of talking about this article. Some students may think the article is too reductive and simply believe the article has nothing to do with them, but by engaging a few of the following ideas, students may see that they already have ideas about many of the points Pérez is making. This may show them that they are prepared for a discussion of the relation between what he says and what they are considering doing with their lives.Some points of interest and discussion: Paragraph 2: "Kids have learned the hard parts of surviving in college.” You may want to ask students what "hard parts of surviving” they have learned in public schools and how those lessons may relate to their sense of their future. There is no correct answer here, but asking students to speculate about the evidence behind student claims or to provide examples or stories that support their claims may prove to be beneficial in terms of helping students unpack their thinking and get at a more complex understanding of their views. Paragraph 2: What is a non-traditional student? The point Pérez is making is that students may sometimes discount the possibility of an academic future for reasons that have little to do with their skills or readiness. It might be interesting to ask students about the legitimacy of this concept. Rule 10: Be a total student. What do students think this means? What is a "total student” in their view? Does it apply only to a school setting? Is there a way to be a total student in preparation for a working life? How might that compare with being a total student in preparation for college? Rule 8: How can you deal with the pressures of school and family crisis? This is another point of relevance to many students who have to contend with familial or cultural notions that make it difficult for students to consider an independent future, whether it is school or work. You might have students discuss what they know about balancing family obligations or expectations with their own personal agendas.
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-->Lesson 16 (9/24-25) - Hidden Intellectualism |
Discussion: Hidden Intellectualism |
Respond to the following prompts in your Student Journal.
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Read Graff's article, "Hidden Intellectualism" - Stop and Respond |
Read Graff's article, "Hidden Intellectualism"
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-->Lesson 18 (9/30) - Intro to Infomercials |
Infomercial Instructions and Expectations |
Infomercial Instructions and Expectations Admit Slip for Friday.Planning: On the back of your notes, take notes on your thoughts about the following questions:
1. Will you work
with a partner? If so, who? 2. Who is your
target audience?
3. What is your purpose?
4. What type of
project will you do?
5. What is the
situation / setting of your infomercial?
6. Create the
plot for your project. Describe the following parts.
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-->Lesson 19-20 (10/1-2 & 15-6) - FAQ About Your Future |
Developing your FAQ's |
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-->Lesson 23 (10/12-13): F/F 1-4 Presentations (con) |
Factoid Fridays 1-4: Individual Presentations (con) |
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-->Lesson 27 (10/21) - Intro to What's Next - Final Project |
Gathering Your Work Together |
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-->Lesson 29-30: (10/26-8) - Rhetorical Framework (con.) |
College Essay Prompts - UC Application |
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Cover Letter: Job Application--Prompt |
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-->Lesson 32 (11/2) - Rhetorical Framework 3; Begin Rough Draft |
Admit Slip: Rhetorical Framework--Discussion |
discuss situation, ethos/persona, and message
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-->Lesson 35 (11/9) - Crafting Engaging Introductions |
Crafting an interesting introduction |
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NYT: How to Write a Good College Application Essay (This advice applies to cover letters as well) |
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