PICKING UP YOUR COMPUTERS

Hi everyone! I miss you all very much. Please fill out THIS FORM which we will start doing on a daily basis beginning 4/27.

Here is the information for SDUSD Laptop Distribution if you need a Chromebook.

On FRIDAY, APRIL 10TH, you can go to any of the following high schools to get your computer between 9 AM and 12:30 PM: 

• Clairemont 
• Crawford
• Hoover
• Lincoln
• Morse
• San Diego High
• Scripps Ranch 

The process:

• Please go to the school that's closest to your home. 
• Write your name and student ID number really big on a piece of paper (so it can be read from 6 feet away). 
• Try to wear a mask, scarf, or face covering. 
• You may walk or drive as there will be separate lines for people and cars. 

If you don't have internet at home:

• Your family can sign up for Cox internet. 
• Qualifying families within the Cox service area are encouraged to sign up for the Connect2Compete program offering free Cox installation and internet services for the next 60 days.
• Additional options will also be provided to you during your Chromebook laptop pick-up time.

Learning During School Closure

We can all be historians during this time away from school by journaling our observations and
keeping a record of what's happening through our eyes.

Daily Assignment: 

• Last week I sent you home with your journal. If you were absent on Friday, use lined paper or your phone notepad. 
• Your job is to chronicle the changes you observe as your community, the country, and the world respond to COVID-19. 
• Each day, take note of what you are seeing and hearing on the news, among your friends, within your family, and in your community. 
• Feel free to use video, written language, poetry, sketches, etc. as you document your experience during this global pandemic. 
• The questions below are to guide your thinking. You do not need to respond to all of them. And, you are encouraged to ask your own questions.
• When we return to school, you will be asked to turn in your journal of daily observations for extra credit. 

Guiding Questions:

• What did the government announce/declare/implement today?
• Does it make sense?
• Does it impact your life? Why or why not?
• How did your family respond?
• What is open in your neighborhood? What is closed?
• What does your neighborhood look like? Are people walking around?
• How is today different from yesterday for you, your family, our nation, the world?
• Do you see any examples of racism, privilege, and income inequality in any of the events that happened today? (Locally, at the state level, nationally, or the world?)
• Did you see anything today that gave you hope? Anxiety? Fear? (In person, in the news, or on social media?)
• What does your family need today that you might not have, have enough of, or have no access to acquire?
• What do you and your family have that others may need?

Your unique daily observations will serve as primary sources to the people in the future. 

We can create a book of our journals so that others can see the world through our eyes. 

Be authentic. Be honest. Be reflective.

As always, email me if you have any questions: cdaniel@sandi.net 

Source: 

Bryan Shaw, Mt. Diablo Unified School District 

COVID-19 School Closure Information

Welcome! I miss you all already. 

School will remain closed until April 6th and this post will remain here with information you can use to catch up on missing, incomplete, or late work from the quarter. 

Hungry while school is closed? 

There are 8 locations around San Diego that will have free lunch and a packaged breakfast for you to take for the next day beginning Monday, 3/16 from 11 AM - 1 PM. 

• Clark Middle - 4388 Thorn St, San Diego, CA 92105
• Cherokee Point Elementary - 3735 38th St, San Diego, CA 92105
• Sherman Elementary School - 301 22nd St, San Diego, CA 92102
• Zamorano Fine Arts Academy - 2655 Casey St, San Diego, CA 92139
• Kearny High School - 1954 Komet Way, San Diego, CA 92111
• Walker Elementary School - 9245 Hillery Dr, San Diego, CA 92126
• Farb Middle - 4880 La Cuenta Dr, San Diego, CA 92124
• O' Farrell Charter School - 6130 Skyline Dr, San Diego, CA 92114

Completing Your Work From Home:

• I sent everyone home with a grade printout on Friday. 
• If you have a missing score, low score, or zero anywhere on that sheet it should be your goal to improve whatever you can over the next three weeks. 
• My biggest suggestion for you is to go through each text we've read and complete all of the activities for those texts at once so they are fresh in your mind. 
• I have also uploaded a DIGITAL copy of each text in Google Classroom in case you were absent or do not have a copy of that text in your binder. 
• You are not being held accountable for any extra work; just the work we have done up to Friday, 3/14.
• Anything you complete the next few weeks can be done on paper or in Google Classroom - just email me when it's done. 
• I'm happy to FaceTime or Google Hangout with anyone who needs 1:1 help finishing an assignment (Monday-Friday from 7:30 AM - 2:30 PM). 

cdaniel@sandi.net

Daily Journals: 

• A few of you asked for our daily journals to continue. I will upload a daily journal prompt each day at the top of the blog post. 
• You can find previous daily journals posted HERE (beginning Tuesday).
• I will be happy to give extra credit for anyone who continues their daily journal over the break, but this is not required. 

Reminders: 

Stay safe and wash your hands. Here are some resources for you:

• San Diego Unified COVID-19 Website
• Center for Disease Control Informational Website
• Tracking COVID Cases in San Diego
• San Diego Department of Health FAQ Sheets

Preparing for School Closure

Goal: Finish yesterday’s written response; survey and read our next text

Agenda: 
Journal
COVID-19 Update
Written Response in GC
Reminders

1. Journal 
What is identity?

2. COVID-19 Update 

• We're going to watch this news clip of COVID-19 coverage from CNN 10 
• You can find informational updates on the San Diego Unified plan HERE 
• Please click HERE to update your contact information in case remote learning happens 

3. Written Response in GC 

• There is a question posted in Google Classroom for you to answer based on the identity charts you created yesterday. 
• Please answer the questions in complete sentences and refer to your chart to use as evidence. 

Reminders: 
School will resume April 6th (unless the closure gets extended). Take care of yourself, wash your hands, and stay safe!

Self-Portrait of You as a Learner

Welcome, Mr. Conaty! 

Goal: Get ready to begin our new unit by creating a self-portrait of you as a learner

Agenda: 
Journal
Identity Chart
Written Response in GC
Catch Up
Reminders

1. Journal 
What is your favorite quality about yourself?

2. Identity Chart 

• Mr. Conaty will pass out a copy of the Identity Chart to each one of you. 
• This is a self-reflective activity, so that means volume should be kept to a minimum. 
• Your job is to complete each of the seven sections with three different sentences. 
• By the end of completing this chart, you should have 21 sentences complete all about you. 
• The next we are reading is about identity, so we will refer back to this several times. 

3. Written Response in GC 

• There is a question posted in Google Classroom for you to answer using the identity chart you just created. 
• Please answer the questions in complete sentences and refer to your chart to use as evidence. 

4. Catch Up 
The following assignments should be finished:

• Last Thursday's questions in Google Classroom called "Responding to Questions: Diana Garcia Interview" 
• Performance Task option in Google Classroom (set of two poems, self-reflection, OR a feature article) 
• Check Powerschool to see if you have any outstanding assignments that need to be made up. 

Reminders: 
I will be back tomorrow and we will begin reading a new text and starting our final topic of the last two weeks of class.

Thinking About the Future

Goal: Finish performance tasks and podcast reviews; review classmates' performance tasks

Agenda: 
Journal
Review Classmates' Work
Check Yourself

1. Journal 
What is one important quality you will bring to your future career?

2. Review Classmates' Work 

• We are going to review poetry from your classmates. 
• They did an amazing job on their performance tasks so we are going to read their poems anonymously and praise/critique them together. 

3. Check Yourself: 
The following assignments should be finished:

• Last Thursday's questions in Google Classroom called "Responding to Questions: Diana Garcia Interview" 
• Performance Task option in Google Classroom (set of two poems, self-reflection, OR a feature article) 
• Check Powerschool to see if you have any outstanding assignments that need to be made up. 

Reminders: 

• I will not be here tomorrow because I will be at an English department meeting.
• You can access the San Diego Unified updated info on COVID-19 HERE. They're keeping info updated and they will post if there are any school closures.

Last Day of "On Leaving, On Staying Behind"

Goal: Wrap up the unit "On Leaving, On Staying Behind"

Agenda: 
Journal
Finish Your Podcast Form
Check Yourself

1. Journal 
What is your ideal future career?

2. Finish Your Podcast Form 
Answer these questions about one of the following podcasts >> HERE on this Google Form

• San Diego DA Seeking Death Penalty In Poway Synagogue Shooting And More Local News
• Todd Gloria Leads in San Diego Mayor’s Race And More Local News
• San Diego Colleges Cancelling Study-Abroad Due To Virus And More Local News
• Change In Felony Murder Law Means Freedom For San Diego Man And Other Local News

3. Check Yourself: 
The following assignments should be finished:

• Last Thursday's questions in Google Classroom called "Responding to Questions: Diana Garcia Interview" 
• Performance Task option in Google Classroom (set of two poems, self-reflection, OR a feature article) 
• Check Powerschool to see if you have any outstanding assignments that need to be made up. 

Reminders 
Tomorrow is a short day and we will begin our next unit.

Performance Task + Prepare for Tomorrow

Please pass in your permission slips for tomorrow's trip. 

Goal: Work on your performance task from Friday and prepare for our visit to KPBS tomorrow

Agenda: 
Journal
KPBS Preparation
Finish Questions in GC
Work Time: Performance Task

1. Journal 
What question are you going to ask at the KPBS Station tomorrow?

2. KPBS Preparation 
To prepare for our trip tomorrow, the people at KPBS have asked us to review one of the following podcasts. You can choose one from the list, then answer the questions HERE on this Google Form.

• San Diego DA Seeking Death Penalty In Poway Synagogue Shooting And More Local News
• Todd Gloria Leads in San Diego Mayor’s Race And More Local News
• San Diego Colleges Cancelling Study-Abroad Due To Virus And More Local News
• Change In Felony Murder Law Means Freedom For San Diego Man And Other Local News

3. Finish Questions in GC

• Last Thursday you should have finished answering these questions in Google Classroom called "Responding to Questions: Diana Garcia Interview" 
• If you did not finish those questions on Friday, now is the time to do so.

4. Work Time: Performance Task 
On Friday you chose between these three options for your performance task. Shout out to Gio and Hailey for writing really great assignments. Everyone else has a bit of work to do on one of these three:

The rest of the period is yours to work on the performance task document in Google Classroom that you began on Friday.

Reminders 

• Please remember to be here on time tomorrow. We are leaving at 8:15 AM. 
• Anyone not here will not be able to attend. 
• It might be a little bit rainy, so wear a jacket and bring an umbrella if you have one. 

Performance Task: On Leaving/On Staying Behind

Welcome Ms. Natheos! 

Goal: Work on your performance task in the form of a set of paired poems, a reflective memoir, or a feature article

Agenda: 
Journal
Finish Questions in GC
Introducing a Performance Task
Independent Work Time

1. Journal 
Yesterday your journal was to write about the most important decision you’ve made. Tell me more about that choice.

2. Finish Questions in GC

• Yesterday you should have finished answering these questions in Google Classroom called "Responding to Questions: Diana Garcia Interview" 
• If you did not finish yesterday, now is the time to do so.

3. Introducing Your Performance Task
At the end of each unit, we have a performance task. Two weeks ago you wrote an opinion-editorial at the end of Fake News. Your task for this unit is to choose between these three options:

• You only need to choose one of the options above. 
• There is a document in Google Classroom to help you plan your work
• This plan is due by the end of class today. 

4. Independent Work Time
The rest of the period is yours to work on the performance task document in Google Classroom.  Please email me if you have any questions:

cdaniel@sandi.net

*Bring your permission slips for the field trip on Tuesday.

Reminders 
I will be back on Monday. I look forward to seeing you!

Interview with Diana Garcia

Welcome Mr. Obermeyer! 

Goal: Read the interview with Diana Garcia about her process writing “On Leaving/On Staying Behind”

Agenda: 
Journal
Poem Refresh
Reading the Interview
Answering Questions in GC
Grade Check

1. Journal 
Describe the most important decision you’ve ever made.

2. Poem Refresh 

• Earlier this week, we read poems by Diana Garcia called "On Leaving/On Staying Behind" 
• Take out your copy of that poem since you will need to refer to it today. 

3. Reading the Interview 

• There is an interview with Diana Garcia for you to read with Mr. Obermeyer. 
• He will pass out one copy of the interview to you. 
• You will be answering a series of 4 questions based on this interview. 

4. Answering Questions in GC

• There are questions posted in Google Classroom called "Responding to Questions: Diana Garcia Interview" 
• These are the following questions:
• What other issues and contexts does the interview introduce?
• What does Garcia identify as her purpose for writing the poems?
• What is the situation Garcia is responding to in this interview?
• What does this broader context contribute to your understanding of the poems’ themes?

5. Work Check 
Are you up to date? These are the assignments some of you should have completed this week:

• Compare/Contrast Writing in Google Classroom 
• Venn Diagram completed on paper earlier this week 
• 4 sentence precis from yesterday's article

Reminders 
Tomorrow you will be completing your performance task based on Garcia's work. Check to be sure your work from this week is finished.

Wrapping Up the KPBS Article

Follow the blog the next two days while I'm out.

I will post everything you need to complete your work.

*Please return permission slips for next Tuesday's field trip!! 

Goal: Finish charting the text and turn your text into a poem that shows the main idea

Agenda: 
Journal
Finish Charting
Rhetorical Precis
Grade Check

1. Journal 
How do you learn best - by reading, listening, or watching? Explain.

2. Finish Charting the Text 

• Yesterday you began this chart and most of you made good progress. However, today you must be able to finish it.
• Remember, the "doing" side always starts with a rhetorical verb from the chart in our room

3. Write a Rhetorical Precis 

• There is a question posted in Google Classroom  for you to write a 4 sentence precis in response to the article about the immigration law.
• Use the rhetorical precis template we always use. 
• You should be pretty quick and writing assignments like this now, so I bet you can do it before class is done today.

5. Grade Check 

• Please be sure your compare and contrast paragraph is done in Google Classroom. 
• When you are totally done and your assignments are submitted, please go to Powerschool and check your grades. 
• Everyone has at least one assignment they can improve. 

Reminders: 
I will not be here tomorrow or Friday. Refer to the blog for the assignments you need to complete. Tomorrow you will have Mr. Obermeyer, a good friend of mine. Please be kind and helpful to him.

= BRING PERMISSION SLIPS FOR TUESDAY'S FIELD TRIP! =

New Text on Immigration

Posted on SD KPBS

Goal: Read a new text on immigration that comes from San Diego NPR/KPBS

Agenda: 
Journal
Video Background
Read Article
Charting the Text
Grade Check

*Please return permission slips for next Tuesday's field trip!! 

1. Journal 
Today is an election day, also known as Super Tuesday. Do you plan to vote? Why or why not?

2. Video Background 
I'm going to show you a quick clip from the actual article source HERE. You can revisit it if necessary on your own time.

3. Read Article 

• We're going to read an article that tells a less personal story than the poem we've been reading by Diana Garcia. 
• Instead, we're taking a government approach to local immigration and what's happening along the US-Mexico border. 

4. Charting the Text 

• In your journal, create the "saying" and "doing" chart that we've used before for "charting the text"
• We are going to divide up the text and your job is to summarize and explain the author's point for each section of the text
• Start by drawing a line under the intro 
• Then look for the conclusion of the piece and draw a line above where it starts 
• Remember, the "doing" side always starts with a rhetorical verb from the chart in our room

5. Google Classroom Question
There is a brief question in Google Classroom with sentence frames for you to use and respond. You should be pretty quick and writing assignments like this now, so I bet you can do it before class is done today.

6. Grade Check 

• Please be sure your compare and contrast paragraph is done in Google Classroom. 
• When you are totally done and your assignments are submitted, please go to Powerschool and check your grades. 
• Everyone has at least one assignment they can improve. 
• Nick and I are happy to help you pull up those grades.

Reminders: 
We have a minimum day tomorrow. Have a great afternoon!

Compare/Contrast with a Venn Diagram

Goal: Analyze Diana Garcia's two poems further using a Venn Diagram and compose a written compare/contrast response

Agenda: 
Journal
SOAPSTone
Venn Diagram
Compare/Contrast Paragraph
Grade Check

*Permission slips for next Tuesday's field trip are being handed out today. Please return them by this Wednesday signed by your parent or guardian AND your teachers for periods 1-3. 

1. Journal 
We are now in March and the quarter ends this month. What is one goal you have for yourself by then?

2. SOAPSTone for Garcia's Poem(s)

• Complete this SOAPSTone form about Garcia's poems, "On Leaving, On Staying Behind" 
• You can work with people, but the work submitted should still be your own form. 

3. Venn Diagram 

• I'm giving you a copy of a Venn Diagram on paper to compare the experiences of the daughter and the mother in Garcia's poems, "On Leaving/On Staying Behind" 
• You will use this to write a compare and contrast paragraph on both experiences.

4. Compare/Contrast Paragraph

• There is an assignment uploaded in Google Classroom called "Compare and Contrast: Mother/Daughter Experience" 
• Use your knowledge of signal words and text structure to write a paragraph comparing and contrasting the daughter’s and mother’s perspectives. 
• What do they share in common? 
• How are their situations different? 
• Adapt the sentence starters that follow to fit your own ideas.
• Both the daughter and her mother…
• In the same way, the mother…
• Similarly, the daughter…
• The mother, on the other hand…
• In contrast, the daughter…
• Whereas the mother is…
• Unlike her mother, the daughter…

5. Grade Check 
When you are totally done with your compare and contrast and it is submitted, please go to Powerschool and check your grades. Everyone has at least one assignment they can improve. Nick and I are happy to help you pull up those grades.

Reminders: 
Have a fantastic week.

Finishing Your Quotation Charts

Goal: Analyze Garcia's two poems further using a Venn Diagram

Agenda: 
Journal
Quotation T-Charts
SOAPSTone Form
Venn Diagram
Compare/Contrast Paragraph

1. Journal 
If you could learn about any topic, what would it be? Explain why.

2. Finish Quotation T-Charts

• Yesterday you began quotation T-charts with 3 quotes from "On Leaving" and 3 quotes from "On Staying Behind" 
• When you finish, please use your Chromebook or cell phone to present your work to me on video using Flipgrid.
• Here is a QR code to get to Flipgrid as well: 

*Your video must remain under 5 minutes. 

*When you finish recording, set the title photo as a selfie of your group. 

3. SOAPSTone for Garcia's Poem(s)

• Complete this SOAPSTone form about Garcia's poems, "On Leaving, On Staying Behind" 
• You can work with people, but the work submitted should still be your own form. 

Reminders: 

• Today is the last day of the grading period.
• I hope to see you at prom tonight. Have a fun and safe weekend.

Evaluating Garcia's Poem(s)

Diana Garcia, poet and author

Goal: Evaluate individual quotations from Garcia's poem(s) "On Leaving, On Staying Behind" for deeper meaning

Agenda: 
Journal
Survey
Precis Check/Journal Check
Individual Meetings
Quotation T-Charts

*Take THIS SURVEY for a group that is coming to talk to our campus next week. You can be honest; your answers are confidential and only to help the group coming to speak with us to understand you.

1. Journal 
What makes a home feel like home?

2. Precis Check/Journal Check 

• Two days ago, we wrote a precis on the interview by Ortiz Uribe. 
• Yesterday, we answered 3 questions on Garcia's poem in our journal: 
• What are these poems about? What’s the time, place, and occasion?
• What’s the daughter’s situation? What’s the mother’s situation?
• What ideas or images stand out to you?
• I'm going to go around checking today for these assignments, one-by-one. 
• If you did not finish either of these assignments, please use this time to do so. 
• If you did finish, start looking through Garcia's text and highlight 4 of the most meaningful quotes you can find.

3. Individual Meetings 

• During the time you finish your assignments from yesterday, I'm calling you outside for 30 seconds-1 minute each to give you your grade report showing where you stand as of today. 
• This is important because I don't want anyone to be failing at the quarter, so we need to stay diligent and make up missing or low assignments. 

4. Modeling Claim and Evidence Organizer 

• In her poem, Garcia wants us to know her story from multiple perspectives so she writes two PARALLEL poems. 
• Today we are going to analyze Garcia's poems by breaking down 3 meaningful quotes for each poem. 
• You will create a T-Chart on a poster with your group and split it into two sections. I'll show you a sample in class: 

5. SOAPSTone for Garcia's Poem(s)

• Complete this SOAPSTone form about Garcia's poems, "On Leaving, On Staying Behind" 
• You can work with people, but the work submitted should still be your own form. 

Reminders: 
Tomorrow is the last day of the grading period. If you are trying to turn anything in for a regrade, please give it to me no later than lunch tomorrow. Grades will be updated before we head into the weekend.

Two Different Perspectives

Helpful Definitions

Goal: Read two different perspectives on the migration experience

Agenda: 
Journal
Survey the Text
Key Vocabulary
Read Solo
In Your Journal

1. Journal 
What does "home" mean to you?

2. Survey the Text
The author of this piece is Diana Garcia. You can find more information on her HERE.

3. Key Vocabulary 
The following list of words and phrases from the poems have been defined for you. It will be helpful to know these definitions as you read the poems.

• Coyotes: Smugglers
• Mis primas: My cousins (female)
• La migra: Border patrol
• Una profe de los estados unidos: A professor from the United States
• Serape: Cloak or wrap; bedding
• Endurance: Stamina or forbearance
• Persists: Continues or lasts
• Fleet: Fast or speedy

4. Read Solo 

• I'm going to give you a double-sided poem that is an example of parallel structure. 
• It's called "On Leaving, On Staying Behind" 
• We're going to have time to read on our own and digest what the poems are about, then I'm going to play you the author reading the poems out loud herself. 
• We will read these poems several different ways to get the most possible meaning out of them.

5. In Your Journal

Respond to the following questions in your journal: 

• What are these poems about? What’s the time, place, and occasion?
• What’s the daughter’s situation? What’s the mother’s situation?
• What ideas or images stand out to you?

6. Interrupted Reading

• We're going to use a strategy called interrupted reading which I will guide you through as a class. 
• We will use cards to engage in this reading together. 
• This is a time to take NOTES and make ANNOTATIONS.

Reminders: 

Don't forget to get your prom ticket. I hope to see you on Friday! If you need financial assistance, please let me know. 

Ciudad Juarez

Definitions we need to know

Goal: Gain more background on Ciudad Juarez and finish reading yesterday's article

Agenda: 
Journal
Class Discussion
Video: Ciudad Juarez
Finishing Yesterday's Interview
Learning Check

1. Journal 
How does it feel to experience success? Write about a time this happened for you.

2. Class Discussion
I have three questions for you that we're going to discuss as a class AFTER you write your answers in your journal. Please label them 1-3:

1. What personal strengths and resources do you rely on to help you deal with difficult situations
2. How do you prepare to face challenges?
3. What strategies do you use to promote your success?

3. Background on Ciudad Juarez 
We are going to watch a 30 minute documentary about femicide in Ciudad Juarez (map below). This documentary will give us context on the next few texts we'll read together.

Ciudad Juarez, the setting of our next few weeks

4. Finishing Yesterday's Interview

• Yesterday I gave you the first text of the week, "Migrant Women Face Mental Trauma" 
• The purpose of this interview is to give more background on the status of women in Ciudad Juarez. 
• It was written in September 2019. 
• Today we will listen to the audio interview once and then you will answer questions about the article HERE. 
• You will need to be logged in to your stu.sandi.net account to complete this

5. 4 Sentence Precis
When you finish your Formative reading, your job is to write a 4 sentence precis in your journal about the article by Monica Oritz Uribe:

Reminders: 

• Please buy your prom tickets. You can still purchase tickets through tomorrow! 
• Return your field trip permission slip for KPBS on March 10th. We will be taking a bus to the San Diego State University campus and spending the day there. 

Introducing a New Topic

Ciudad Juarez, the setting of our next few weeks

Goal: Preview the ideas presented in our next unit, "On Leaving, On Staying Behind" and read an article that gives context

Agenda: 
Journal
Field Trip Discussion
Class Discussion
Video: Ciudad Juarez
Reading our Article

1. Journal 
What is a personal strength you have that helps you deal with personal challenges?

2. Field Trip Discussion 

• We are going to take a field trip to San Diego State University to see KPBS studios on Tuesday, March 10th. 
• There will be graded components on this field trip, and one of those is asking a question to someone who works at the KPBS newsroom. 
• Your job is to brainstorm one question you would ask someone who works at the newsroom either about their job, their writing, or news stories in general. 
• I will take notes on your questions and it will be your job to get that question answered on our trip to KPBS. 
• Your permission slip should be returned, signed, no later than this Friday. 

3. PeerGrade 

• We're going to check out our classmates' work and score them on a rubric online. 
• You will anonymously view three classmates' work and score them according to a set of questions. 
• Take your time and give genuine feedback that could help. 
• Follow the link in Google Classroom to peergrade to get started but wait for my direct instruction.

4. Quickwrite + Class Discussion 
I have three questions for you that we're going to discuss as a class AFTER you write your answers in your journal. Please label them 1-3:

1. What personal strengths and resources do you rely on to help you deal with difficult situations
2. How do you prepare to face challenges?
3. What strategies do you use to promote your success?

5. Background on Ciudad Juarez 
We are going to watch a 30 minute documentary about femicide in Ciudad Juarez, pictured to the right. This documentary will give us context on the next few texts we'll read together.

6. Reading an Interview 

• I will pass out an interview which is our first text this week. 
• The purpose of this interview is to give more background on the status of women in Ciudad Juarez. 
• It was written in September 2019. 

7. Learning Check

On the sticky note I'm passing out, write your name and the following: 

• Something you learned OR 
• Something that surprised you

I will collect your thoughts at the door on your way out. 

Reminders: 

• Please buy your prom tickets. You can still purchase tickets through this Wednesday.

Peer Review our Writing

Goal: Read, peer review our opinion-editorials and finish the TED Talk précis

Agenda: 
Read
Submit Your Opinion-Editorial
Finish TED Talk + Précis
Peer Review
Powerschool Check-Up

1. Read 
We're starting our Friday with 20 minutes of reading to get in the zone, Starbooks style. No journal prompt today!

2. Submit Your Opinion-Editorial

• You have had all week dedicated to writing your opinion editorial. 
• Your work should be typed and submitted to Google Classroom where I have an assignment called "Op-Ed: Fake News and Bias in Reporting" 
• ATTENTION: Part of your rubric says you must acknowledge a counterclaim. This is a way to say to your reader, "I understand there are other perspectives like ____, but you should still listen to me." 
• Here are some ways to write a counterclaim:

3. Finish TED Talk + Précis 

• Yesterday a few of you began to watch this TED Talk by Stephanie Busari. 
• You were also supposed to write a 4 sentence précis in your journal titled "Precis: How Fake News Does Real Harm" under today's journal entry. 
• I'm coming around to stamp your précis and give you a score for week 4 journal. 

Talk by Stephanie Busari you're watching today

4. Peergrade

• We're going to check out our classmates' work and score them on a rubric online. 
• You will anonymously view three classmates' work and score them according to a set of questions. 
• Take your time and give genuine feedback that could help. 
• Follow the link in Google Classroom to peergrade to get started but wait for my direct instruction.

5. Powerschool Check-Up

Check Powerschool and make up an assignment that you didn't do so well on. You can always request a regrade on any assignment that was done on paper or submitted online (just not verbal assignments like discussions).

Reminders: 
Have a great weekend. See you Monday!

Finishing Your Op-Ed

Guide to Writing an Op-Ed

Goal: Finish our opinion-editorials entirely and write a précis on a TED Talk

Agenda: 
Journal
Writing Time
Submitting Your Work
TED Talk
Powerschool Check
Check Out a Book

1. Journal 
How are you feeling today? Write about it.

2. Writing Time 

• You should be able to finish your typed rough draft today. 
• Nick is there to help you if you need anything. 
• Use the coral guide to writing an op-ed I gave you yesterday
• You should be able to check off each box by the end of today.

3. Submitting Your Work 

• Today your work should be typed and submitted to Google Classroom where I have an assignment called "Op-Ed: Fake News and Bias in Reporting" 
• Your formatting should include: 
• 1 inch margins all the way around
• Your name, period, and date 
• A Title 
• 12 point font 
• Times New Roman 
• THIS SHOULD BE SUBMITTED TODAY.

4. TED Talk 

• Put on headphones and watch this TED Talk. 
• Write a 4 sentence précis in your journal titled "Precis: How Fake News Does Real Harm" under today's journal entry. 

Talk by Stephanie Busari you're watching today

5. Powerschool Check-Up

Check Powerschool and make up an assignment that you didn't do so well on. You can always request a regrade on any assignment that was done on paper or submitted online (just not verbal assignments like discussions).

6. Check out a Book

• Check out a book from the classroom library and read if you are finished with all of your work and have extra time. 
• However, I'd encourage you to go back and make sure all of your assignments are in a good place. 

Reminders: 
Be prepared to engage in a peer review of your writing tomorrow.

Writing Day

Guide to Writing an Op-Ed

Goal: Make significant progress on our opinion-editorials

Agenda: 
Journal
Defining Op-Ed
Revisit Thesis
Selecting Audience and Purpose
Writing Time

1. Journal 
Write down one question you would ask the author of one of our pieces if you got the chance to meet them.

2. Defining Op-Ed 
Here is a video that defines exactly what an Op-Ed is if you need more help.

3. Revisit Thesis 

• Yesterday you began to write your thesis statement for YOUR op-ed. 
• Let's revisit it today and make sure it's really the main idea you plan to write about. 

4. Selecting Audience and Purpose 
I am going to give you a planner that will help to identify who your audience is and what your purpose is.

5. Writing Time 

• Today is a big day for writing for you. 
• You should be able to complete MOST of your rough draft today. 
• Nick and I will be rotating around the room helping you as you write. 
• This is one of the longest writing pieces we will have this quarter and THIS GUIDE will help you plan it (also on coral paper I will hand to you today) 
• The question for the performance task is: To what extent should technology and news media companies be responsible for monitoring and preventing the spread of fake news and to what extent is the consumer responsible? 

6. Submitting Your Work 

• You can type or handwrite your first draft. However, your work will ultimately need to be typed and submitted to Google Classroom where I have an assignment called "Op-Ed: Fake News and Bias in Reporting" 
• Your formatting should include: 
• 1 inch margins all the way around
• Your name, period, and date 
• A Title 
• 12 point font 
• Times New Roman 

Reminders: 
I will not be here tomorrow because I am taking students to Miramar College. However, you should have work ready to turn in when we do peer review on Friday.

Poster Walk

Guide to Writing an Op-Ed

Goal: Review all of the posters made by your classmates about their various articles

Agenda: 
Journal
Poster Review
Poster Walk
Performance Task

1. Journal 
What do you believe is the most helpful tip in figuring out whether news is legit?

2. Poster Review 
Each article you read includes the following aspects:

• The problem
• Solution for consumers
• Solution for tech companies

One person will remain with your poster while the rest of you circulate the room, so please choose a leader who understood the article well who can explain it to your classmates. 

3. Poster Walk 

• Everyone will start with their own article, but after that we will rotate around the room freely
• Your job is to fill in the information on this chart as you circulate the room:

• Look for articles with catchy headlines or different points of view
• Not every article says the same thing, so find what makes them different

4. Performance Task 

• On the last page of your article chart is your "crafting a thesis statement" sheet
• This will help you plan your work (which you will eventually type and submit). 
• This is one of the longest writing pieces we will have this quarter and THIS GUIDE will help you plan it
• The question for the performance task is: To what extent should technology and news media companies be responsible for monitoring and preventing the spread of fake news and to what extent is the consumer responsible? 

Reminders: 

Have a fantastic week! Prom tickets are on sale with Theresa in the office. 

Creating Our Posters

Goal: Complete SOAPSTone and create posters based on group article

Agenda: 

Journal
SOAPSTone
Create Posters

1. Journal 
What does love mean to you?

2. SOAPSTone 

• With your group, work to complete a SOAPSTone form about your article. I should get a submission form from every individual, but you can work together to complete it. 
• Click here to get the SOAPSTone form.

3. Create Posters

• Article Title 
• Author's Name
• What source it was published in
• List of subheadings 
• Main Idea 
• Author's Purpose 
• Action the author wants us to take

Finished with your poster? 
Pick out a book to take home this weekend and read!!

Reminders: 
Have a great weekend! We will see each other again next Tuesday, February 18th after our four day weekend. Please read while we are away from each other - it helps to build your brain capacity!

Article Jigsaw Day 2

Goal: Write a group précis for your article; create posters for the class

Agenda: 

Journal 

Group Articles
Key Vocabulary
Charting the Text with Your Group 

1. Journal 
What are the consequences of consuming fake news?

2. Your Group's New Article 
Yesterday you were in groups where you began reading an article together on the topic of fake news. Every group has a different article they will ultimately present to the class via poster.

• Article 1: Jorge, Dalilah, Randy
• Article 2: Antonio, Hailey, Christian, Vincent
• Article 3: Michelle, Tino, Mallerly
• Article 4: Sam, Gio, Roland 
• Article 5: Mia, Hector, Danielle

      What Should Have Been Done Yesterday: 

• Key Vocabulary for your article in Google Classroom. 

3. Charting the Text

• We barely got started on this yesterday so this is our first priority today. 
• Start by drawing a line where the introduction ends. 
• Then draw a line above where the conclusion begins. 
• Finally, divide the text into chunks that make sense (what is the author saying and doing in each section? 

3. SOAPSTone 

• With your group, work to complete a SOAPSTone form about your article. I should get a submission form from every individual, but you can work together to complete it. 
• Click here to get the SOAPSTone form.

4. Posters
Tomorrow you will create posters that illustrate your article for the class. Your poster will have to include the following information:

• Article Title 
• Author's Name
• What source it was published in
• List of subheadings 
• Main Idea 
• Author's Purpose 
• Action the author wants us to take

Reminders: 
Enjoy your afternoon! I hope something makes you smile genuinely at least once today.

Article Jigsaw Day 1

Goal: Peer review our précis on Davis' article; begin next text

Agenda: 

Journal 

Précis Peer Review
Group Articles
Key Vocabulary
Charting the Text with Your Group 

1. Journal 
What is the strongest personal quality you bring to group projects?

2. Peer Review
I am going to give you each a copy of someone else's rhetorical précis to score. Please consider this rubric as you do so:

3. Your Group's New Article 
Each group is being assigned an article on which they will create a poster with different information:

• Article 1: Jorge, Dalilah, Roland 
• Article 2: Antonio, Hailey, Christian, Vincent
• Article 3: Michelle, Tino, Mallerly
• Article 4: Sam, Gio, Randy
• Article 5: Mia, Hector, Danielle 

As you read the article together for the first time, watch for vocabulary words that might be 

• new 
• unfamiliar
• important

4. Key Vocabulary 

• In Google Classroom, there is a chart with a blank table for key vocabulary in your text.
• Comb through the text together for words you circled that might be new, unfamiliar, or important 
• Look up the definitions of those words using Google or VisuWords and complete the chart with at least five words

5. Charting the Text

• Your first job after reading the article with your table group is to "Chart the Text" like we did with our first article by Domonoske. 
• I have a document on a sheet of paper that will help you navigate this process. 

1. Start by drawing a line where the introduction ends. 
2. Then draw a line above where the conclusion begins. 
3. Finally, divide the text into chunks that make sense (what is the author saying and doing in each section? 

Finished? 
If your group is finished with BOTH tasks for today, please call me over. There is more work to be done with this article.

Reminders: 
Have a great afternoon. Tomorrow is a minimum day.