Topic Name Description
Page Rough Draft - Read Around
English 12 - Course Resources File Sentence Combining Card

Use this card as a reference to help you make interesting, varied, and grammatically correct sentence combinations.

Folder Factoid Friday Resources

Use these resources to help you with your Factoid Fridays and researched argument.

Unit 1: What's Next-Life after High School Folder Unit 1-Texts

Here is a collection of the texts for this unit.

-->Lesson 3 (8/24-25) - Course Introduction Page Admit Slip: Getting to know you

Admit Slip: Getting to know you

Page Eng 12: Goals and Policies

Goals and Policies

-->Lesson 4 (8/26): Grammar Self-Evaluation Page Admit Slip: Reasons for Annotating
-->Lesson 6 (8/31) - Intro to Factoid Friday Page Introduction to Factoid Fridays

Intro to F/F

-->Lesson 7 (9/2) - Factoid Friday #1 -Getting Started Page Factoid Friday: Tips and Reminders
-->Lesson 8 (9/3-4) - F/F #1; What's Next Unit - Intro 3 Page Unit Introduction

Unit 1 Overview

Page Key Concepts: Who are You?

Key Concepts-word list: Activity 3

-->Lesson 9 (9/8) - F/F 2; Analyzing Sources Page Admit Slip: Words the Describe You
Page Tips and Thoughts about Factoid Fridays
-->Lesson 11 (9/14) - Perez 3 Page 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.

-->Lesson 16 (9/24-25) - Hidden Intellectualism Page Discussion: Hidden Intellectualism

Respond to the following prompts in your Student Journal.

Page Read Graff's article, "Hidden Intellectualism" - Stop and Respond

Read Graff's article, "Hidden Intellectualism"

-->Lesson 18 (9/30) - Intro to Infomercials Page 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.

-->Lesson 19-20 (10/1-2 & 15-6) - FAQ About Your Future Page Developing your FAQ's

Developing your FAQ's

-->Lesson 23 (10/12-13): F/F 1-4 Presentations (con) Page Factoid Fridays 1-4: Individual Presentations (con)
-->Lesson 27 (10/21) - Intro to What's Next - Final Project Page Gathering Your Work Together
-->Lesson 29-30: (10/26-8) - Rhetorical Framework (con.) Page College Essay Prompts - UC Application

UC Prompts

Page Cover Letter: Job Application--Prompt


-->Lesson 32 (11/2) - Rhetorical Framework 3; Begin Rough Draft Page Admit Slip: Rhetorical Framework--Discussion

discuss situation, ethos/persona, and message

-->Lesson 35 (11/9) - Crafting Engaging Introductions Page Crafting an interesting introduction

URL NYT: How to Write a Good College Application Essay (This advice applies to cover letters as well)