ERWC (Period 2) Assignments
- Instructor
- Mrs. Amy Parkinson
- Term
- 2019-2020 School Year
- Department
- English
- Description
-
A task force of high school and California State University (CSU) faculty developed ERWC, a full‑year college preparatory English course for high school seniors. ERWC emphasizes expository, analytical, and argumentative reading and writing. ERWC aligns with the California English‑Language Arts Content Standards, addresses critical reading and writing problems identified by the CSU English Placement Test Committee, and prepares students to meet the expectations of college and university faculty. The course meets college preparatory requirements for both the UC and CSU systems.
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Past Assignments
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REMEMBER: All regular credit must be completed before extra credit will be awarded. Extra credit enrichment work should demonstrate your best efforts, be grade level quality, and be your original work!
As you know, Coronavirus has taken all our best laid plans and made them go awry. Our plans for Spring Break were dashed. There were no vacations taken. Prom, Grad Night, MORP, and Graduation were all ruined. There will be no last dance as a junior/senior. Some of your birthdays were even celebrated with social distancing. Instead, we walk the halls of grocery stores in search of toilet paper and water with none to be found. Because of this, we will honor our stolen memories with a letter.
You have 3 choices. Choose 1:
- You will write a love letter to your long lost love -- Spring Break.
- You can write a break up letter to the horrific cause of all this destruction of fun social living -- Coronavirus.
- You can write a "missing you" letter to something gone and obsolete -- Toilet Paper.
Expectations:
- 3/4 page typed (12 pt. font, double spaced) or 1 full page neatly handwritten
- Use emotions to express your feelings and frustrations
- No profanity or inappropriate language
- Address your audience directly. You are writing TO Spring Break, Coronavirus, or Toilet Paper.
- It must be your ORIGINAL work
- Submit it through Canvas by adding a file, sharing a link, or copying it to the text box. (When all that fails, email it to me).
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There are 2 new extra credit assignments posted: Stereo Hearts vs. Red, Red, Rose and Breakeven vs. Sonnet 30. Please look on Canvas under assignments. These handouts are under copyright, so I cannot post them here.
Remember: ALL your missing work must be turned in to get extra credit.
ALL your work needs to be your own ORIGINAL work. I have no tolerance for plagiarism, cheating, or googling answers!
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Rhetorical Analysis of Jason Reynold's 2018 Lesley University Commencement Speech
Jason Reynold's is a New York Time's best selling author and he gave a commencement speech at Lesley University in 2018. We will be analyzing the rhetoric used in his commencement speech.
First, read this website (Links to an external site.) to get background on who Jason Reynolds is. Then view his 2018 Lesley University Commencement speechhere (Links to an external site.)
. You can read a slightly modified transcript of his speech here (Links to an external site.). Finally, complete the rhetorical analysis questions. Submit your answers to Canvas.
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What do you think should be done to celebrate graduation this year?
Write a letter explaining how you think graduation should be celebrated this year. Keep in mind that social distancing rules will most likely need to be in place. Address your letter to:
- One of our 5 principals
- Our ASB director
- School Superintendent
- The School Board
This may require you to research social distancing rules, Governor Newsom’s plan for reopening Ca, and/or your audience. This letter should be 1 pg. handwritten or ¾ pg typed (double-spaced, 12 pt. Font, 1 inch margins) & it should reflect your best English skills & knowledge of letter format.
Try to use ethos, logos, & pathos in your letter!
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Extra Credit: Rhetorical Appeals Activity
Rhetorical Appeals Activity
Step 1: View & take notes.
Review the three rhetorical appeals by watching & taking notes on this TedEd Video.
Langston, Camille A. How to Use Rhetoric to Get What You Want. TED, TED-Ed, 20 Sept. 2016, ed.ted.com/lessons/how-to-use-rhetoric-to-get-what-you-want-camille-a-langston#watch.
Step 2: Read/view, take notes, & write a paragraph.
Watch a current news broadcast or briefing, read a current events article, or listen to a podcast on a current event. Try to identify at least one example of ethos, logos, and pathos in it. Take notes on who is speaking/writing, what they are speaking/writing about, what is he/she trying to persuade you to do/think, where is this source located, when the source was published, and your examples of the rhetorical appeals. Write this information into a paragraph & submit it to Canvas.
Many politicians are giving almost daily briefings about COVID-19, Shelter in Place orders, and re-opening the economy, including President Donald Trump, California Governor Gavin Newsom, Los Angeles Mayor Eric Garcetti, and New York Governor Andrew Cuomo. I do not care if you listen/watch/read about COVID-19 or another current event topic. I do not care if you listen/watch/read about a specific political party or side to an issue. The important thing is to identify WHAT the speaker/writer is persuading you to do/think and HOW they are persuading you through the use of the three rhetorical appeals (ethos, logos, pathos).
You must turn in BOTH your notes from the TedEd video & your current event analysis paragraph to CANVAS.
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Extra Credit: Danger of Silence
Watch "The Danger of Silence" TedTalk by Clint Smith.
"The Danger of Silence" TedTalk (Links to an external site.)
Complete this analysis worksheet (Links to an external site.) for the speech. If you cannot print out the worksheet, please write down the number of the question and your insightful response. Submit a file or a picture of your work to Canvas.
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Extra Credit: FlipGrid - End of HS Reflection
Download the FlipGrid App (free on iOS or Android) or use an internet browser on a computer.
You must use your school email address to sign up for a free account.
See Canvas or Remind for the code to access this assignment. You may also email me & request the assignment code.
You will record a video (max 1 min. 30 secs.) with your response to the following:
What is something that you are going to miss about EHS? Who helped you along the way? What are you looking forward to after high school? Reflect on the conclusion of this chapter of your life.
Your video will be hidden until Mrs. P approves it! Please use school appropriate language. Only students in Mrs. P's ERWC sections will be able to see videos once approved.
Tip: Use school appropriate language!
You may appear in your video or focus your camera on something else (ex: your dog or a stuffed animal).
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Extra Credit: College & Career Signing Day!!!
Do this & submit it to the email by tomorrow & I will give you extra credit! It must be submitted by tomorrow 5/8/2020! Receive extra credit when your picture is included in the slideshow!
It's time to celebrate College and Career Signing Day! We want to help you celebrate the outstanding accomplishments of our students. Here is what you need to do to participate in College and Career Signing Day:
1) Print out the attached college signing certificate. It is also found under "Links" on the main page of our school website. Certificate of COMMITMENT College Signing Day 2020.pdf
2) Fill it out for your student with his/her name, Junior College, Technical school and college or military branch commitment.
3) Take a picture of your student signing his/her certificate.
4) E-mail your picture to [email protected] and include his/her name & school attending or military branch in the message.
Photos are due by May 8th to be included in our signing day recognition video.
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1) Juvenile Justice module Activity 12 - Examining the Structure of the Text. Directions found on page 6 of the activity packet. Article found on pg. 11-13 of the reading packet.
- #1-4 – answers should be annotated on the article “Should 11-Year Olds Be Charged With Adult Crimes?” and discussed with a partner
- #5-6 – answers should be written down in students’ ERWC notebooks.
- Example of Activity 12 #5 and word bank.
2) Add “Should 11-Year Olds Be Charged With Adult Crimes?” to students’ Charting Multiple Texts Chart (row 2).
HW: Juvenile Justice Activity check on Fri. 2/21/20 (25 pts. possible):
- Act 2 – Guilty/Not Guilty chart
- Act 2D – Definitions & Scenario answers
- Act 4 – Juvenile Justice brainstorm (types of crimes, punishments, causes)
- Act 10 – Annotations on article (left/right side)
- Act 12 – Annotations on article & Say/Does statements in ERWC notebook
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We will have 3 class periods (Wed. 2/5-Fri.2/7) to work on this final product. It is a ONE DRAFT final product. There will be no revision.
Option 1 - Speech (turn in both written speech & present orally to class or video yourself presenting)
An excerpt from A New History of Classical Rhetoric by George A. Kennedy, 1995, describes
epideictic rhetoric as “any discourse that does not aim at a specific action but is intended to influence the values and beliefs of the audience.” It comes from classical Greece and means to show or to display, and is intended to draw the audience in towards either the praiseworthiness or vice versa the lack of worthiness of the subject being discussed.
In a speech to your future children or society in general, write an epideictic speech extolling the virtues of the smartphone or castigating its vices. Consider some of Aristotle’s rhetorical tips for persuasive public speaking:
1. Consider the attitude of the audience (kairos);
2. Reckon the values and ethical virtues they think are to praise;
3. Take into account that favorably inclined, antagonistic or even indifferent listeners indicate the way you have to convince.
Be concrete and personal in examples you offer to advocate for the statement. Keep in mind your
experiences as described in the surveys and “Bored and Brilliant” challenge, as well as the responses to
the readings.
Option 2 - Essay (turn in both printed & digital copies of the essay)
“It seems like every generation of parents has a collective freak-out when it comes to kids and new
technologies; television and video games each inspired widespread hand-wringing among grown-ups. But the inescapability of today’s mobile devices—coupled with the personal allure of social media—seems to separate smartphones from older screen-based media. Parents, teens, and researchers agree smartphones are having a profound impact on the way adolescents today communicate with one another and spend their free time. And while some experts say it’s too soon to ring alarm bells about smartphones, others argue we understand enough about young people’s emotional and developmental vulnerabilities to recommend restricting kids’ escalating phone habit.”
Explain Heid’s argument and discuss the extent to which you agree or disagree with his analysis.
Support your position, providing reasons and examples from your own experience, observations, or
readings.
Option 3 - Infographic (turn in digitally)
Using data from your survey, Bored and Brilliant Challenge, and other personal notes and experiences relating to the readings, create an infographic on the topic of Bored and Brilliant similar to the “Creativity: Essential Job Skills” infographic. Illustrate the significant statistics from your experiences, readings, surveys, and “Bored and Brilliant” challenge. Infographics make complex information and difficult concepts more appealing and digestible. They also help boost engagement on presentations, social media, and marketing activities. They are not difficult to make and can be done for free on a variety of websites. Two popular online infographic sites are Piktocharts (https://piktochart.com/) (Links to an external site.) and
Canva (https://www.canva.com/create/infographics/) (Links to an external site.).
Resources:
Capps, Robert. “How Smartphones Have Unleashed Humanity's Creative Potential.” Wired, 3 June
2017, https://www.wired.com/2014/07/smart-phone-creativity/ (Links to an external site.).
Heid, Markham. “We Need to Talk About Kids and Smartphones.” Time, 10 Oct. 2017,
http://time.com/4974863/kids-smartphones-depression/ (Links to an external site.).
Nunez, Christina. “6 Ways to Spark Your Creativity.” National Geographic, 6 Feb. 2018,
https://news.nationalgeographic.com/2017/05/what-inspires-creativity-6-tips-chasing-genius/ (Links to an external site.).
Stevenson, Neil. “What Sparks Creativity?” You Tube TEDxZumbroRiver, uploaded by Ted X Talks,
22 Nov. 2016,What Sparks Creativity| Neil Stevenson | TEDxZumbroRiver (Links to an external site.).
Twenge, Jean M. “Have Smartphones Destroyed a Generation?” Atlantic, 4 Aug. 2017,
https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a- (Links to an external site.)
generation/534198/ (Links to an external site.)
Mrs. P's ERWC Classes Bored & Brilliant Survey Results (105 seniors surveyed digitally using a Google Form from 1/24-2/3/2020)
You do not include a personal survey in a works cited page. In the body of your text, explain when/where/how the survey was conducted.
Where do you generally keep your phone? 1 (Links to an external site.)
Where do you generally keep your phone? 2 (Links to an external site.)
Overall I think I spend ________ on my phone each day. (Links to an external site.)
What are the top three apps that you open most frequently? (Links to an external site.)
Which behaviors are you most interested in cutting down? (Links to an external site.)
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1) Complete Journal #8.
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Up to 20 pts extra credit. Poor quality extra credit will not merit the full 20 pts. This should demonstrate your best writing and English skills.
Students will watch a live dramatic performance (like the EHS Drama performance of Into The Woods) & will write a review of it according to the directions/rubric on the file. Students will turned in a typed, printed out review of no more than one MLA typed page & the ticket/playbill/proof of attendance. Students should submit the extra credit as soon as possible after viewing the performance. The last day to turn in extra credit for this semester is Monday 12/16/19 during your class period.
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Students should chose a final product for their "What's Next? Life After High School" module: 1) a letter and introduction and a resume or 2) a college application essay. Students should type their final product into a word processing program (Microsoft Office or Google Docs), save their document, and upload it to Canvas before school on Monday. If students encounter problems uploading their documents to Canvas, then they should email Mrs. Parkinson about the issue and come to class with a typed, printed document ready to turn in. No excuses!
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In class on Thursday 8/22, students completed activities 1-3 in their "What's Next? Life After High School" ERWC module. There is no writing for activity 1. Students should have written responses on notebook paper (spiral or 3 ring binder) for activities 2-3.
In class on Friday 8/23, students completed activities 4-6 (SKIP 5). Students should have written responses on notebook paper (spiral or 3 ring binder) for activities 4 & 6.
In class on Monday 8/24, students completed activities 7-8. Students should have written responses on notebook paper (spiral or 3 ring binder) for activities 7-8. Students should have re-created the chart for Activity 7 in their notebooks.
In class on Tuesday, students completed activity 9. Students should have written responses on notebook paper (spiral or 3 ring binder) for activity 9.
In class on Wednesday, students completed activity 10. Students should have written responses on notebook paper (spiral or 3 ring binder) for activity 10.
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Students will need to leave their spiral journal notebooks in class on Friday 8/30. Students should Post-It 2 journals that they would like feedback on from Mrs. P.
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