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.

Wrapping Up Davis' Article

Article by Wynne Davis

Goal: Revisit Wynne Davis’ article on how to combat fake news; complete a SOAPSTone form

Agenda: 

Journal 

Finish Your Précis
SOAPSTone Independent Form
Peer Review

1. Journal 
What is the difference between doing what is right and doing what is fair? Explain your thoughts.

2. Finish Your Rhetorical Précis 

• On Tuesday of last week most of you got to the point where you began your four sentence précis, but only 2 are turned in. 
• Today your goal is to finish that précis. 
• Use the document in Google Classroom called "Rhetorical Précis: Davis Article" 

3. SOAPSTone for Davis' article 

• You've already done this with a partner, but now your job is to complete one on your own. 
• Click HERE to answer the SOAPSTone questions about Davis' article.

4. 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:

5. Finished? 
Go back to your independent choice book. Read some more and expand your mind.

Reminders: 
Have a great afternoon. Never forget you are worthy of love and respect! 

Wrapping Up Davis' Article

Goal: Conduct your own media investigation and prepare presentations for the class

Agenda: 

Reading Time
Journal
Independent Investigation

Presentations

1. Reading Time 
Last week we started Friday with some reading time. We are doing the same this week; choose a book you think you can get interested in.

2. Journal 
How do you feel your progress in this class has been the last two weeks? Explain.

3. Independent Investigation

• One person at your table will need to download the template and share it with your group mates AND me (cdaniel@sandi.net) 
• Download the template by clicking here
• I'm asking you to search for your own source that shows coverage of Tuesday night's State of the Union Address. 
• Your job is to complete the slide presentation by 1:50 PM and be ready to present your findings
• You will also pose the class with two discussion questions at the end of your slides (these questions should get us thinking) 
• Make it look beautiful. The template as it stands is a little boring; spice it up by changing the theme and adding photos

Reminders: 
Have a great weekend! I look forward to seeing you on Monday. 

Finishing Current Event News Coverage

Goal: Revisit yesterday's news sources and find one of your own to investigate; use Davis' tips to fact check

Agenda: 

Journal
Survey

Examining Different Sources
Bias Investigation Sheet
Investigating Your Own Source
Revisiting the Davis Article

1. Journal 
Do you think headlines have the power to shape how we feel about a news story?

3. Examining Different Sources

• Yesterday we began looking at these sources. 
• I want to show you another video source of coverage from the State of the Union before we get started, so you can see another media outlet's take on it (MSNBC).
• Here are five different sources and the articles they put out after Tuesday's State of the Union address. 
• Let's examine each one.
• Associated Press - high original fact reporting, low bias
• New York Times - some original facts, some analysis, skewed left
• CNN - fact analysis, very left leaning
• FOX News - some analysis, skewed right
• New York Post - some analysis, very right-leaning

4. Bias Investigation Sheet
You started filling out this chart yesterday for each of the above news sources; our first job is to finish this today.

5. Conducting Your Own Investigation 

• In Google Classroom I have posted a document called "Conducting Your Own Investigation: Media Bias Report." 
• I'm asking you to search for your own source that shows coverage of Tuesday night's State of the Union Address. 
• Your job is to complete the report, determining whether your own source was factual or biased. 
• Ultimately you will make a suggestion for readers and what they should do to combat bias.

____________________________________________________________________

Finished with Above? Revisit the Davis Article: 

• Finish Your Rhetorical Précis for Davis' article in Google Classroom 
• Complete this SOAPSTone form independently for Davis' article 

Quick Pause for Current Events

Media Bias Chart - Ad Fontes Media

Goal: Examine last night's State of the Union Address and the different media coverage that followed

Agenda: 
Journal
CNN 10
Examining Different Sources
Bias Worksheet

1. Journal 
What does it mean for media to be "left leaning" or "right leaning?"

2. CNN 10 
Last night's CNN 10 examines Trump's State of the Union Address that happens once a year. The purpose of the State of the Union is to explain how things are currently going in America under their presidency.

3. Examining Different Sources
Here are five different sources and the articles they put out after last night's State of the Union address. Let's examine each one.

• Associated Press - high original fact reporting, low bias
• New York Times - some original facts, some analysis, skewed left
• CNN - fact analysis, very left leaning
• FOX News - some analysis, skewed right
• New York Post - some analysis, very right-leaning

4. Bias Investigation 
We're going to fill out this chart together:

Reminders: 
Have a wonderful afternoon. I am proud of you!

More on Fake News

Screenshot of the actual article you're reading

Goal: Survey our new text, read it, and write a précis

Agenda: 

Journal

Survey New Text
Read New Article
Write a rhetorical précis

1. Journal 
What does it mean to read like a "fact checker?" Explain.

2. Survey New Text 
Check out the following bullet points to help you survey the text BEFORE reading. Make notes on your text:

• What Wynne Davis Writes About 
• The actual article (published December 2016, so close to the last one we read)
• Who reads NPR? This is also an NPR article. 

3. Read New Text 

• Ms. Natheos will give you each a copy of the next text, "Fake or Real? How to Self-Check the News and Get the Facts" 
• Read this with your table out loud 
• Summarize it back to each other when you're done so you know you got the main point

4. Write a Rhetorical Précis 

• There is a document in Google Classroom called "Rhetorical Precis: Davis Article" that will help you write your 4 sentence précis for Davis' article. 
• You may work with your table for inspiration but you should still be submitting your own work. 
• This is due today by the end of the period. 

Finished? Make sure you're caught up: 

• Key Vocabulary for first article in Google Classroom 
• All journal responses since last week (prompts listed on the blog) 

Reminders: 

• Have a productive day today. 
• I'll be back tomorrow! I can't wait to see you. 

SOAPSTone

Source

Goal: Finish charting the text and complete SOAPSTone with a partner

Agenda: 

Journal 

Charting the Text 

SOAPSTone 

Intro to Précis 

1. Journal 
Do you think advertisers take advantage of our "inability" to tell what's fake from what's real?

2. Charting the Text 

• We divided our text into 8 different sections on Friday. 
• Today, we will finish charting the last half of the sections. 
• Remember, a rhetorical verb should ALWAYS be in your second column. 

3. SOAPSTone 

You will be paired with one person today to take what we've read the last three days and incorporate that information into this assignment:

• SOAPSTone Form 

4. Intro to Précis 

• There is a way of analyzing text called a four-sentence "rhetorical précis" [pray-see] 
• We are going to write one for this text as a class, but in the future you will write your own. 
• This is a skill we need to hone this quarter. You will be pros by March! 

Reminders: 

• I will probably not be here tomorrow in time for class since I will be visiting another school, but you will have an assignment due by the end of the period. 
• I will be giving you two websites to compare and I want you to select the most reputable of all of them. 
• You will explain to me in a paragraph which one is most reputable and how you know that.